This week we learned how coaches can help model student conferencing for their teachers, how one organization took control of their school year prep through collaborative PLCs, why the real classroom magic happens when ICs and teachers are in sync, and more. Enjoy! 😀
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Modeling One-on-One Student Conferencing for Teachers
Let's face it, one-on-one support—whether for students or teachers—is extremely helpful but often not a skill we're all comfortable practicing. Elizabeth Janusz shows teachers how to take conferring to the next level by modeling individual reading and writing conferencing with students.
"Working one-on-one with a student to uncover their greatest areas of need, while providing specific and targeted instruction, is something that takes time and practice to feel comfortable with. . . . .
When teachers learn to work one-on-one with students, the real magic in the classroom begins to happen. It's important to keep checking back in to see how this work is going, and to support teachers as needed."
"Rather than looking at gaps our students faced from COVID,
we wanted to focus on their strengths to make it easier to build bridges over the gaps. While working over the summer, our collaborative teams were able to break down our already identified essential learning standards to focus on successes and unfortunate gaps that took place starting in the spring.
Our team leaders worked to challenge teams in the face of adversity to provide the best possible outcomes for all students to succeed."
"When we look
together at students' work from a lesson, we invite co-presence. When we rejoice together over a student’s growth or laugh together at a five-year-old's comment, we invite co-presence. When we stand shoulder-to-shoulder finishing the bulletin board before the school board walk through, we invite co-presence.
When we look, feel, and act together we are present; when the teacher perceives that presence, he experiences co-presence."
Steve Barkley believes school leaders and educators should model and coach calmness throughout their organization, plus provides some strategies on how to do so.
"For starters, encourage your school leadership team to observe and provide feedback to each other. Let each other know when impatience is visible in our words and actions with each other or with staff, students, or parents.
Impatience is natural and normal. Being aware can allow for conscious actions that support wellness."
"I found that
giving students choice not only of topic but genre revealed their strengths and identities as writers. My conferences focus on how and whether students see themselves as readers and writers and from there, I support them in setting goals. They know their strengths and needs, all I have to do is ask and listen."